Bengt Lidforss (1868–1913) was professor of botany between 1910 and 1913. But after the turn of the century he also emerged as a charismatic leader within the Swedish working-class movement. He became one of its foremost publicists. In the social democratic newspaper Arbetet in Malmö he wrote about natural sciences but also about political, philosophical and literary issues. As a literary critic Lidforss was the keenest protector of the Scanian literary school, and his struggle for Ola Hansson and Vilhelm Ekelund has made its mark in Swedish literary history, as have his contributions in favour of Gustaf Fröding and August Strindberg, culminating in the polemic articles during the Strindberg Feud (1910–11). Skönhetsdyrkare och socialdemokrat. Studier i Bengt Lidforss litteraturkritiska gärning (Worshipper of Beauty And Social Democrat. Studies in Bengt Lidforss’ Achievement As A Literary Critic) emphasises the paradoxic combination of Lidforss’ fundamentally socialist views and a strong belief in art. To him art was not isolated from society but quite the contrary; a significant factor in the changing of society. The new socialistic human being should be ennobled by arts instead of emasculated by religion. With the help of Pierre Bourdieu’s concept of “field”, it is shown how Lidforss, by attacking leading middle-class newspapers and publicists, created for himself and Arbetet a constantly stronger position within the field of journalism. Within the field of literary criticism he attacked the middle-class critics, and thus participated in associating Strindberg and Fröding as well as the young Scanian writers with the working-class movement. Lidforss’ literary taste was seen as an alternative to middle-class taste and the worshipping of beauty thereby became fashionable among socialists. The fact that one finds sympathies not only for symbolism but also for decadent descriptions with Lidforss the socialist, has to do with the fact that the descriptions of the discomfort of the heroes revealed the disadvantages of the capitalist society. Nevertheless Lidforss’ issued warnings against programmatic pessimism, since he was of the opinion that literature should strengthen people in their struggle. When it came to the plight of the human being under capitalism he was a pessimist, but he believed the stronger in a future socialist society. The terms for the artists would be more tolerable in such a society, he prophesied. He admitted that revolutionary poetry could be useful but was of the opinion that the quality of art would lessen if it consciously served politics. The revolutionary poetry he praised in his reviews was poetry he found genuine and coming from the heart. He did not favour pronounced tendencies, but he liked to use poetry in a political context. / Bengt Lidforss (1868–1913) var botaniker, men också publicist och socialist. Skandalomsusad och färgstark har han porträtterats av ett stort antal skönlitterära författare, allt ifrån August Strindberg till Inger Alfvén. Hans mångsidiga medarbetarskap i Arbetet hjälpte tidningen fram till en uppmärksammad position. I denna bok skildras hans kamp för en ledande position också inom det litterära fältet. Lidforss var en skönhetsdyrkare av stora mått men samtidigt socialdemokrat. Detta ledde till att han stred på många kulturella arenor – inte bara mot kritiker, författare, och Svenska Akademien, utan också mot inflytelserika män inom kyrka och politik. Skönhetsdyrkare och socialdemokrat ger oss oväntade svar på vad dessa bataljer handlade om och vi får möta Lidforss samtida giganter som Fredrik Böök, Vilhelm Ekelund, Albert Engström, Verner von Heidenstam, Oscar Levertin, August Strindberg med flera.

Ο Μίνως Βολανάκης ήταν ένας σημαντικός σκηνοθέτης της ελληνικής θεατρικής σκηνής, παρότι δεν απασχόλησε ακόμη τους μελετητές του θεάτρου. Τα βιβλιογραφικά κενά και η δράση του, τόσο στην Ελλάδα όσο και στο εξωτερικό, οδήγησαν στην εκπόνηση της παρούσας μελέτης, η οποία επικεντρώνεται στον τρόπο προσέγγισης του αρχαίου ελληνικού δράματος από τον Βολανάκη.Στόχος της εργασίας ήταν η μελέτη τριών παραστάσεων αρχαίας τραγωδίας, της Ηλέκτρας του Σοφοκλή (1975) και της Μήδειας του Ευριπίδη (1976) για το Κρατικό Θέατρο Βορείου Ελλάδος και του Οιδίποδα Τυράννου του Σοφοκλή (1982) για το Εθνικό Θέατρο, και η εξαγωγή συμπερασμάτων σχετικά με τον τρόπο προσέγγισης της αρχαίας ελληνικής τραγωδίας από τον σκηνοθέτη. Ένα από τα θέματα που μελετήθηκαν ήταν η επιλογή του σκηνοθέτη να αναθέτει στις παραστάσεις του τους πρωταγωνιστικούς ρόλους σε πολύ γνωστούς ηθοποιούς, χωρίς να έχουν απαραίτητα προηγούμενη εμπειρία στην αρχαία τραγωδία και χωρίς να προβληματίζεται ιδιαίτερα για το αν ήταν καλή η υπόκρισή τους. Τέλος, εξετάστηκε η ενδεχόμενη συμβολή του Μίνωος Βολανάκη στον εκσυγχρονισμό των παραστάσεων της αρχαίας ελληνικής τραγωδίας στην Ελλάδα. / Minos Volanakis was a popular director of the greek theatre scene, though he has not yet attracted the scholars of theater. The literature gaps and his action, both in Greece and abroad, led to the preparation of this study, which focuses on how Volanakis approached the ancient Greek drama. The aim of my work was to study three performances of ancient tragedy, Sophocles' Electra (1975) and Medea of Euripides (1976) for the State Theater of Northern Greece and Oedipus Rex by Sophocles (1982) for the National Theatre, and draw conclusions about how the director approached the ancient Greek tragedy. One of the issues studied was the director's choice to delegate the leading roles of his performances to well-known actors, who had not necessarily have previous experience in the ancient tragedy. The next issue studied was that he did not particularly worry whether their acting was good enough. To conclude, I studied the possible contribution of Minos Volanakis in the modernization of performances of ancient Greek tragedy in Greece.

Anti-corruption movements play a vital role in democratic development. From the American Gilded Age to global demonstrations in the wake of the 2008 financial crisis, these movements seek to combat malfeasance in government and improve accountability. While this collective action remains a constant, how government elites perceive and respond to such agitation, varies. My dissertation tackles this puzzle head-on: Why do some democratic governments respond more tolerantly than others to anti-corruption movements? To answer this research question, I examine variation across time in two cases within the world’s largest democracy: India. I compare the Congress Party government's suppressive response to the Jayaprakash Narayan movement in 1975, and the Congress-led United Progressive Alliance government’s tolerant response to the India Against Corruption movement in 2012. For developing democracies such as India, comparativist scholarship gives primacy to external, material interests – such as votes and rents – as proximately shaping government behavior. Although these logics explain elite decision-making around elections and the predictability of pork barrel politics, they fall short in explaining government conduct during credibility crises, such as when facing nationwide anti-corruption movements. In such instances of high political uncertainty, I argue, it is the absence or presence of an ideological checks and balance mechanism among decision-making elites in government that shapes suppression or tolerance respectively. This mechanism is produced from the interaction between structure (multi-party coalition) and agency (divergent cognitive frames in positions of authority). In this dissertation, elites analyze the anti-corruption movement and form policy prescriptions based on their frames around social and economic development as well as their concepts of the nation. My research consists of over 110 individual interviews with state elites, including the Prime Minister, cabinet ministers, party leaders, and senior bureaucrats among other officials for the contemporary case; and a broad compilation of private letters, diplomatic cables and reports, and speeches collected from three national archives for the historical study. To my knowledge this is the first data-driven study of Indian politics that precisely demonstrates how ideology acts as a constraint on government behavior in a credibility crisis. On a broader level, my findings contribute to the recently renewed debate in political science as to why democracies sometimes behave illiberally.

A presente pesquisa consiste num estudo sobre o processo de constituição psíquica da criança em idade escolar a partir do conceito tempo de latência, buscando articulá-lo ao processo de escolarização da infância. Situa o conceito no conjunto da obra freudiana desde seus primeiros trabalhos sobre as neuroses e a sexualidade infantil, passa pelo período de formulação da teoria das pulsões, localiza-o no contexto da teoria estrutural e, igualmente, nas reflexões de Freud acerca das relações entre natureza e cultura. Em sucessão, verifica os desdobramentos que o conceito tem na obra de reconhecidos psicanalistas que se dedicaram à análise de crianças, como Melanie Klein, Anna Freud, Donald Winnicott, Charles Sarnoff e Françoise Dolto, culminando com uma leitura do tempo de latência como um tempo lógico a partir do enfoque lacaniano. Enquanto tempo lógico infere que a latência não decorre de um processo natural, desencadeado pelo organismo, e sim pela demanda do Outro. Nesse sentido procura vinculá-lo às transformações culturais da modernidade, entre estas o processo de escolarização da infância. Sustenta que a escolarização favorece a constituição do tempo de latência, na medida em a escola se organiza como o espaço social destinado à criança, distanciando-a do ambiente familiar sem, no entanto, incluí-la no mundo adulto, ao mesmo tempo em que possibilita formas de sublimação. Entendendo o tempo de latência como uma produção do laço social, cogita que novas transformações na cultura podem extingui-lo enquanto tempo constitutivo. Aponta que fraturas na sustentação do trabalho psíquico deste tempo constitutivo aparecem em algumas formações clínicas, como a inibição intelectual e a fobia escolar. / The research consists of a study on the process of psychic constitution of the child in school age from the concept of latency time, searching the education process of infancy. It points out the concept in the set of the Freudian workmanship since the first works on the neuroses and the infantile sexuality, passes for the period of formularization of the drive theory, still locates it in the context of the structural theory and in the reflections of Freud about the relations between nature and culture. To leave of this, it verifies the unfoldings that the concept has in the workmanship of recognized psychoanalysts who had dedicated themselves to analyze of children as Melanie Klein, Anna Freud, Donald Winnicott, Charles Sarnoff and Françoise Dolto, culminating with a reading of the latency time as a logical time from the lacanian approach. While logical time understands that the latency does not elapse of a natural process, unchained for the organism, and yes for the demand of the Other. In this direction it searches to tie it to the cultural transformations of modernity, between these the education process of infancy. It supports that the education favors the constitution of the latency time, in the measure where the school is organized as the social space destined to the child, distancing itself of the familiar environment without, in meanwhile include them in the adult world, at the same time where it makes possible subliming forms. Understanding the latency time as a production of the social bow, it cogitates that new transformations in the culture can extinguish it while constituent time. It points that breakings in the sustentation of the psychic work of the latency appear in some clinical formations as the intellectual inhibition and the pertaining to school phobia.

The women of the bohemian politicians in the 19th century Annotation I have chosen ten women of the bohemian politics living in the 19th century. The first chapter has been about the reasons for choice of the life female partner. I have described the social, lingual and religious background of these women. I have tried to analyse their antenuptial correspondence. The second part of my work has attended to the use of women in the social life and it has focused on their involvement into the {\clqq}morning-room`` life. I have outlined the women incidence in the public asociation in the third chapter.I have been interested in any women activites mainly the philanthrophy. I have tried to find out if the husbands had encouraged thein wives in these acitivities. I have focused on the role of women in the family. I have observed how the husbands had been participated in the running the household and education of their children. I have studied the family correspondence. I have focused on the political aspect of the letters. I have tried to catch how much the women had been interested in the policy.

A presente pesquisa consiste num estudo sobre o processo de constituição psíquica da criança em idade escolar a partir do conceito tempo de latência, buscando articulá-lo ao processo de escolarização da infância. Situa o conceito no conjunto da obra freudiana desde seus primeiros trabalhos sobre as neuroses e a sexualidade infantil, passa pelo período de formulação da teoria das pulsões, localiza-o no contexto da teoria estrutural e, igualmente, nas reflexões de Freud acerca das relações entre natureza e cultura. Em sucessão, verifica os desdobramentos que o conceito tem na obra de reconhecidos psicanalistas que se dedicaram à análise de crianças, como Melanie Klein, Anna Freud, Donald Winnicott, Charles Sarnoff e Françoise Dolto, culminando com uma leitura do tempo de latência como um tempo lógico a partir do enfoque lacaniano. Enquanto tempo lógico infere que a latência não decorre de um processo natural, desencadeado pelo organismo, e sim pela demanda do Outro. Nesse sentido procura vinculá-lo às transformações culturais da modernidade, entre estas o processo de escolarização da infância. Sustenta que a escolarização favorece a constituição do tempo de latência, na medida em a escola se organiza como o espaço social destinado à criança, distanciando-a do ambiente familiar sem, no entanto, incluí-la no mundo adulto, ao mesmo tempo em que possibilita formas de sublimação. Entendendo o tempo de latência como uma produção do laço social, cogita que novas transformações na cultura podem extingui-lo enquanto tempo constitutivo. Aponta que fraturas na sustentação do trabalho psíquico deste tempo constitutivo aparecem em algumas formações clínicas, como a inibição intelectual e a fobia escolar. / The research consists of a study on the process of psychic constitution of the child in school age from the concept of latency time, searching the education process of infancy. It points out the concept in the set of the Freudian workmanship since the first works on the neuroses and the infantile sexuality, passes for the period of formularization of the drive theory, still locates it in the context of the structural theory and in the reflections of Freud about the relations between nature and culture. To leave of this, it verifies the unfoldings that the concept has in the workmanship of recognized psychoanalysts who had dedicated themselves to analyze of children as Melanie Klein, Anna Freud, Donald Winnicott, Charles Sarnoff and Françoise Dolto, culminating with a reading of the latency time as a logical time from the lacanian approach. While logical time understands that the latency does not elapse of a natural process, unchained for the organism, and yes for the demand of the Other. In this direction it searches to tie it to the cultural transformations of modernity, between these the education process of infancy. It supports that the education favors the constitution of the latency time, in the measure where the school is organized as the social space destined to the child, distancing itself of the familiar environment without, in meanwhile include them in the adult world, at the same time where it makes possible subliming forms. Understanding the latency time as a production of the social bow, it cogitates that new transformations in the culture can extinguish it while constituent time. It points that breakings in the sustentation of the psychic work of the latency appear in some clinical formations as the intellectual inhibition and the pertaining to school phobia.

A presente pesquisa consiste num estudo sobre o processo de constituição psíquica da criança em idade escolar a partir do conceito tempo de latência, buscando articulá-lo ao processo de escolarização da infância. Situa o conceito no conjunto da obra freudiana desde seus primeiros trabalhos sobre as neuroses e a sexualidade infantil, passa pelo período de formulação da teoria das pulsões, localiza-o no contexto da teoria estrutural e, igualmente, nas reflexões de Freud acerca das relações entre natureza e cultura. Em sucessão, verifica os desdobramentos que o conceito tem na obra de reconhecidos psicanalistas que se dedicaram à análise de crianças, como Melanie Klein, Anna Freud, Donald Winnicott, Charles Sarnoff e Françoise Dolto, culminando com uma leitura do tempo de latência como um tempo lógico a partir do enfoque lacaniano. Enquanto tempo lógico infere que a latência não decorre de um processo natural, desencadeado pelo organismo, e sim pela demanda do Outro. Nesse sentido procura vinculá-lo às transformações culturais da modernidade, entre estas o processo de escolarização da infância. Sustenta que a escolarização favorece a constituição do tempo de latência, na medida em a escola se organiza como o espaço social destinado à criança, distanciando-a do ambiente familiar sem, no entanto, incluí-la no mundo adulto, ao mesmo tempo em que possibilita formas de sublimação. Entendendo o tempo de latência como uma produção do laço social, cogita que novas transformações na cultura podem extingui-lo enquanto tempo constitutivo. Aponta que fraturas na sustentação do trabalho psíquico deste tempo constitutivo aparecem em algumas formações clínicas, como a inibição intelectual e a fobia escolar. / The research consists of a study on the process of psychic constitution of the child in school age from the concept of latency time, searching the education process of infancy. It points out the concept in the set of the Freudian workmanship since the first works on the neuroses and the infantile sexuality, passes for the period of formularization of the drive theory, still locates it in the context of the structural theory and in the reflections of Freud about the relations between nature and culture. To leave of this, it verifies the unfoldings that the concept has in the workmanship of recognized psychoanalysts who had dedicated themselves to analyze of children as Melanie Klein, Anna Freud, Donald Winnicott, Charles Sarnoff and Françoise Dolto, culminating with a reading of the latency time as a logical time from the lacanian approach. While logical time understands that the latency does not elapse of a natural process, unchained for the organism, and yes for the demand of the Other. In this direction it searches to tie it to the cultural transformations of modernity, between these the education process of infancy. It supports that the education favors the constitution of the latency time, in the measure where the school is organized as the social space destined to the child, distancing itself of the familiar environment without, in meanwhile include them in the adult world, at the same time where it makes possible subliming forms. Understanding the latency time as a production of the social bow, it cogitates that new transformations in the culture can extinguish it while constituent time. It points that breakings in the sustentation of the psychic work of the latency appear in some clinical formations as the intellectual inhibition and the pertaining to school phobia.

This thesis examines how the concept of evil was understood by opposing German perspectives during the era of National Socialist rule (1933-1945). The rise of Nazism in Germany marked a period of massive political upheaval wherein the National Socialist government encouraged the masses to view the world in terms of a great struggle between forces of good and evil. This was the central theme of their propaganda, which zealously encouraged racialist beliefs in the popular consciousness, and was based on assumptions of German superiority and Jewish evil. Despite Hitler's apparent success in creating an obedient nation, a significant number of Germans opposed his rule, amongst whom a small group of writers expressed their discontent through creative fiction. Through a comparison of the worldviews communicated through political propaganda and anti-Nazi literature, it is revealed that the crux of the divide between their opposing perspectives hinged on the meaning of evil. Since evil is a concept with many meanings, this thesis approaches the subject thematically. The comparison begins by focusing on the perception of evil as an all-corrupting force that had taken hold of Germany, followed by an exploration of how power and brutality were understood, ending with a comparison of views on how the struggle between good and evil took place on both a social and individual level. In addition to demonstrating the subjectivity of moral perspective during a tumultuous period of the recent past, this research reveals how the struggle against Nazism existed as a conflict of ideas. Moreover, the comparison of cultural sources (including Nazi art, visual propaganda, written texts such as Mein Kampf, and anti-Nazi creative fiction) demonstrates the value of art as a tool for conducting historical enquiry. Since the legacy of the Third Reich continues to directly influence modern perceptions of evil, exploring how evil was understood according to contemporary Germans – from both pro and anti-Nazi perspectives – is of particular historical interest.

This diploma thesis analyzes the genesis of the issues of the Anglo-Scottish union. In its introduction the diploma thesis shortly mentions the events from the end of English Civil War in 1651 until the death of Charles II King of England. The thesis will deal in more detail with the genesis of the Anglo-Scottish and political relations as well as historical events of England from the reign of the catholic King of England James II, his expeletion in 1688, and consequential arrival of his nephew and at the same time son-in-law William III of Orange with his wife Queen Mary II. Thereafter Queen Anne of Great Britain, who became a successor to the throne in 1702, as the second daughter of King James II, during whose reign the Union and Great Britain was established, to her death in 1714 and the arrival of the Hanoverian dynasty. The diploma thesis does not lose focus attention to causation and circumstances, which brought the English and the Scots closer together, and resulting conclusion of the Anglo-Scottish union in 1707. And last but not least it also analyzes implications of these connections for future development of Great Britain.

In the following essay, I examine the ecocritical aspects of the writings of Thomas Tidholm, Swedish poet and children’s author. I argue for the existence of “green threads” that permeate the authorship, and analyse them through three thematic chapters where several of Tidholm’s texts, for children and adults, are juxtaposed in order to expand, contrast and deepen one another. The themes are: approaching the other, language and humanity and parts and unity. In my analysis I show that Tidholm continues to return to these themes throughout many different texts, exploring the difficulties and possibilities in human relationships to each otherand to nature. I conclude that even though Tidholm questions whether we truly can come close to, communicate with and fully understand others (humans or otherwise), he seems to hold the conviction that it is vitally important that we try. While the essay belongs in the field of ecocriticism, my working approach has been that of ordinary language philosophy as defined by literary scholar Toril Moi, following the works of Wittgenstein, Austin and Cavell. Thus, the essay is written in a spirit of acklowledgement rather than scepticism – my aim has been to bring out important aspects of the texts and show that, when read together, those aspects are enhanced. I find this especially important since the readerships of poetry and picture books do not always overlap. Furthermore, I suggest that Thomas Tidholm can be seen as a contemporary thinker whose ideas question and seek alternatives to the individualism of capitalist modern society. Keywords: ecocritisism, Thomas Tidholm, nature, environment, language